course syllabus critical analysis of historical sources ... · „national security states‟ in...
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Course Syllabus
Title of the course Critical Analysis of Historical Sources and Introduction to General
History
Title of the Academic Programme Usable Pasts: Applied and Interdisciplinary History
Type of the course Bridging Course
Prerequisites English for academic purposes
ECTS workload 3
Total indicative study hours Directed Study Self-directed study Total
40 74 114
Course Overview «L'histoire se fait avec des documents», “the history is made on the basis
of documents” – this was a famous dictum of two nineteenth century
French historians, Charles Victor Langlois and Charles Seignobos, the
statement that opened the first chapter of their classic textbook
Introduction to the Study of History (1898). In this course we will explore
the ways professional historians use documents, as well as other types of
primary sources, in their research. We will consider the role archives play
in shaping collective memory of the past, and will examine in details the
peculiarities of institutional records, statistics, court and law files,
surveillance reports, diaries, letters and memoirs, newspapers and fiction,
maps, oral and visual sources.
Intended Learning Outcomes
(ILO)
Upon the successful completion of the course a student:
is able to evaluate and rework the learned scientific and activity
methods (СК-1);
masters new research methods independently, changes the
scientific and production profile of his/her activities (СК-3);
is able to analyze, verify, evaluate the completeness of
information in the course of professional activities, to add and
synthesize missing information if necessary (СК-6);
is able to perform research with modern research methods and
techniques, using knowledge of the humanities and social sciences
and close scientific fields of knowledge (ПК-1);
is able to analyze historical sources in Russian and foreign
languages (ПК-4);
is able to search, analyze and present information, to work with
humanities' databases (ПК-6);
is able to create and use normative documents within the limits of
the professional duties (ПК-14);
is able to create and edit popular texts, to present complex
historical information in a publicly accessible form (ПК-18)
is capable of creating, describing and responsibly monitoring compliance
with technological requirements and standards in professional activities
(ПК-26)
Teaching and Learning Methods The course will consist of 10 lectures (20 academic hours) and 10
seminars (20 academic hours). The seminars will focus on group
discussions of the assigned readings. Below you will find the list of topics
(“course schedule”) that we will examine in our course. Each topic
corresponds to a lecture and a seminar, with the exception of the very last
topic when we will have only a seminar. The list contains the required
readings for each seminar. At the same time, the students will be
requested to sign up for the course „The modern world, part 1: global
history from1760 to 1910‟ by University of Virginia at Coursera
https://www.coursera.org/learn/modern-world (no need to pay the fees, as
the students are not requested to produce certificates for the course). They
will listen to on-line lectures and then will have to pass an oral exam on
the basis of this on-line course.
Content and Structure of the Course
№ Topic / Course Chapter Total
Directed Study Self-directed
Study Lectures Tutorials
1. 1. Introduction. Historians
and source criticism.
The term „sources‟ and its
understanding by historians.
Historians and source criticism from
the Renaissance to the 20th
century.
10 2 2 6
2. 2. Archives and archival
research
Institutions, their documentary
record and social memory. The rise
of history as an academic discipline
and state archives. Political,
diplomatic and military history.
Institutional records and the
decision-making process.
Declassifying state documents for
political purposes. Bureaucratic
culture, political rhetoric and actual
policies.
16 2 2 12
3. 3. Statistics and opinion polls
Statistics: Statistics and statecraft in
early modern and modern Europe.
Descriptive and quantitative
statistics. Methods of statistical
research. Statistics and the
construction of social categories.
Opinion polls and the rise of
empirical social research in the 20th
century. Opinion polls and public
opinion: reflecting or influencing?
Opinion polls and social norms.
16 2 2 12
4. 4. Law and court files, surveillance 16 2 2 12
reports Law and its application. Early court
files and the inquisition. 20th
century
historians, popular culture and court
files. Grids and filters of
investigative procedure: the language
of interrogation, the complexity of
interaction between oral and written
communication, juridical procedures.
The dialogic nature of court files.
Remission letters: narrative patterns
and plots employed to construct a
pardonable exception to the rule of
law. Surveillance reports and
historical perspective on
dictatorships: from „top-down‟ to
revisionists approaches. Surveillance
reports as the means to assess
popular opinion: the picture of
dissent confined to personal
grievances. Surveillance reports and
recent research on the rise of modern
„national security states‟ in the 20th
century. Early modern surveillance
reports and post-modern
deconstruction of the established
narrative about the Enlightenment.
5. 5. Diaries, letters, memoirs
Letters and diaries of great men as
sources for political and intellectual
history. Ordinary letters and social
historians. Diaries and
autobiographies: the birth of the
genre and modern self-reflexivity.
Gender roles and different diary
cultures. Self-writing, experiences
and emotions. Letters, diaries and
identity-construction. The meaning
of correspondence networks. Letter-
writing manuals and censorship.
Published diaries and editorial
practices. Public letters, letters to
newspapers and the acquisition of
political literacy.
16 2 2 12
6. 6. Fiction and journalism
Journalism – recording or structuring
reality? Production and consumption
of news: their format, content and
institutional history. The speed of
16 2 2 12
news. Nineteenth century novels:
realism and objectivity. History of
the book, reading practices and
intertextuality. Popular and mass
literature. Literary criticism in the
twentieth century: structuralism and
its refusal to examine historical
context. Post-structuralism and new
cultural history.
7. 7. Oral history
Historians and oral narratives. The
rise of oral history in the US and
Europe after WWII. The question of
reliability of oral sources and the
historians‟ interest in collective
memory in the 1980s. Interview
method: the role of the scholar, the
context of an interview. Interviews
and intertextuality. Publishing oral
sources. Oral history databases.
16 2 2 12
8. 8. Visual arts, photography and
film
Functions of art images in historical
research. History of art and general
history. Photography, its history, the
advancement of technology and its
social functions. Photographic image
– a direct witness?
16 2 2 12
9. 9. Maps
Maps, location and spatial pattern.
Cartography and state-making in
historical perspective. Mapping and
selection of content. Map scales and
perspectives. Language and
cartographic communication.
Cartographic sources and map
compilation. Maps as a tool of
persuasion in science and public
affairs. Maps and geopolitics.
16 2 2 12
10. 10. On-line databases for
historical research Seminar only – team presentations
16 2 2 12
Total study hours 114 20 20 74
Indicative Assessment Methods
and Strategy
Students are expected to attend all seminars, to do all the required
readings, and to participate actively in the seminar discussion.
Participation in seminars gives 32% of the final grade.
For the final seminar students will have to give team presentations on
internet resources for historians: students will split into teams (3-5
students for a team depending on the number of students who sign up for
the class), and each team will prepare an oral presentation (10-15 minutes
in length) on one of on-line information resources or databases of their
choice. All students in a team get the same grade. 8% of the final grade.
An essay will consist of a research paper (1,500–2000 words) that
provide a critical analysis of the sources used by a few selected historians
who explore a common issue (e.g. they work on the history of emotions
in early modern Europe, or explore the making of the Soviet
„subjectivity‟ in the 1920s-1930s). The paper should not only include
general information on the sources itself (details of their publication
history, if published, references to archival holdings, etc.) but also
examine the ways in which these historians have already been using these
sources. In the exam paper students should also reflect on various
methodologies and interpretative strategies that can potentially be applied
to this particular type of primary sources. The paper should include
appropriate bibliographic references and a list of literature. 40% of the
final grade.
An oral exam will focus on the topics covered by the on-line course „The
modern world, part 1: global history from1760 to 1910‟. 20% of the final
grade.
Readings / Indicative Learning
Resources
Mandatory
(see course content)
Optional Knight, Abigail, et al. “Re-Using Community Oral History Sources on Food and
Family Life in the First World War.” Oral History, vol. 43, no. 1, 2015, pp. 63–
72. JSTOR, www.jstor.org/stable/24345922. Classen, Christoph, et al. “Towards Web History: Sources, Methods, and
Challenges in the Digital Age. An Introduction.” Historical Social Research /
Historische Sozialforschung, vol. 37, no. 4 (142), 2012, pp. 97–101. JSTOR,
www.jstor.org/stable/41756476.
Classen, Christoph, et al. “Towards Web History: Sources, Methods, and
Challenges in the Digital Age. An Introduction.” Historical Social Research /
Historische Sozialforschung, vol. 37, no. 4 (142), 2012, pp. 97–101. JSTOR,
www.jstor.org/stable/41756476.
Freund, Alexander. “Oral History as Process-Generated Data.” Historical Social
Research / Historische Sozialforschung, vol. 34, no. 1 (127), 2009, pp. 22–48.
JSTOR, www.jstor.org/stable/20762332.
Macknight, Elizabeth C. “Archives, Heritage, and Communities.” Historical
Reflections / Réflexions Historiques, vol. 37, no. 2, 2011, pp. 105–122. JSTOR,
www.jstor.org/stable/41403723.
Arathymou, Spyridoula. “Finding and Accessing the Right Archive and
Archival Data. Archival Tools to Support Research and to Make Archives
Available to Public.” Historical Social Research / Historische Sozialforschung,
vol. 34, no. 3 (129), 2009, pp. 71–77. JSTOR, www.jstor.org/stable/20762376.
HEAD, RANDOLPH C. “DOCUMENTS, ARCHIVES, AND PROOF
AROUND 1700.” The Historical Journal, vol. 56, no. 4, 2013, pp. 909–930.,
www.jstor.org/stable/24528855.
SHEPARD, TODD. “„History Is Past Politics‟? Archives, „Tainted Evidence,"
and the Return of the State.” The American Historical Review, vol. 115, no. 2,
2010, pp. 474–483. JSTOR, www.jstor.org/stable/23302580.
Indicative Self- Study Strategies Type +/– Hours
Reading for seminars / tutorials (lecture
materials, mandatory and optional resources)
+ 25
Assignments for seminars / tutorials / labs + 15
E-learning / distance learning (MOOC /
LMS)
+ 15
Fieldwork - -
Project work + 14
Other (please specify) - essay + 20
Preparation for the exam + 15
Academic Support for the Course Academic support for the course is provided via LMS, where students can
find: guidelines and recommendations for doing the course; guidelines
and recommendations for self-study; samples of assessment materials
Facilities, Equipment and
Software
PC, video projector.
Course Instructor Evgeny Khvalkov, Associate Professor
Intended Learning Outcomes (ILO) Delivering
Programme ILO(s) Course
ILO(s)
Teaching and Learning
Methods for delivering
ILO(s)
Indicative Assessment
Methods of Delivered ILO(s)
СК-1 A student is able to
evaluate and rework
the learned scientific
and activity methods
Readings, seminar
discussions.
Seminar participation.
Essay. Presentation. Exam.
СК-3 masters new
research methods
independently ,
changes the
scientific and
production profile of
his/her activities
Written assignments. Essay. Presentation
СК-6 is able to analyze,
verify, evaluate the
completeness of
Readings, seminar
discussions, written
assignments.
Seminar participation.
Essay. Presentation. Exam.
information in the
course of
professional
activities, to add and
synthesize missing
information if
necessary
ПК-1 is able to perform
research with
modern research
methods and
techniques, using
knowledge of the
humanities and
social sciences and
close scientific fields
of knowledge
Written assignments. Essay. Presentation.
ПК-4 is able to analyze
historical sources in
Russian and foreign
languages
In-class critical reading of
sources, seminar
discussions, written
assignments.
Seminar participation.
Essay. Presentation. Exam.
ПК-6 is able to search,
analyze and present
information, to work
with humanities'
databases
Readings, seminar
discussions, written
assignments.
Seminar participation.
Essay. Presentation. Exam.
ПК-14 is able to create and
use normative
documents within
the limits of the
professional duties
Written assignments. Essay. Presentation.
ПК-18 is able to create and
edit popular texts, to
present complex
historical
information in a
publicly accessible
form
Written assignments. Essay. Presentation.
ПК-26 is capable of
creating, describing
and responsibly
monitoring
compliance with
technological
requirements and
standards in
professional
activities
Readings, seminar
discussions, written
assignments.
Seminar participation.
Essay. Presentation. Exam.
Course Content
1. Introduction. Historians and source criticism
No required home task, 1 hour seminar for sorting out organizational issues and for reading
the sources provided in the classroom.
2. Archives and archival research
Required reading:
Ananich Boris V., „The historian and the source: problems of reliability and ethics‟, in: Archives,
documentation, and institutions of social memory, pp. 490-496.
Blitstein, Peter A., „Researching nationality policy in the archives,‟ Cahiers du Monde russe, vol.
40, no. ½ (1999), pp. 125-137.
Holquist, Peter, „A Tocquevillean “archival revolution”: archival change in the longue durée,‟
Jahrbuecher fuer Geschichte Osteuropas, Neue Folge, Bd. 51, H. 1 (2003), pp. 77-83.
Martin, Terry, „Interpreting the new archival signals: nationalities policy and the nature of the
Soviet bureaucracy,‟ Cahiers du monde russe, vol. 40, no. ½ (1999), pp. 113-124.
Recommended:
Archives, documentation, and institutions of social memory: essays from the Sawyer Seminar /
edited by Francis X. Blouin Jr. and William G. Rosenberg. Ann Arbor, Mich.: University of
Michigan Press, 2006. (available on: ebrary)
Graziosi, Andrea, „The new Soviet archival sources. Hypotheses for a critical assessment,‟
Cahiers du monde russe, vol. 40, no. ½ (1999), pp. 13-63.
Stoler, Ann Laura, Along the archival grain: epistemic anxieties and colonial common sense.
Princeton, N.J.: Princeton University Press, 2009 (available on: bookzz.org)
3. Statistics and opinion polls
Required reading:
Cadiot, Juliette, „Searching for nationality: statistics and national categories at the end of the
Russian empire (1897-1917),‟ Russian Review, vol. 64, no. 3 (2005), pp. 440-455.
Darrow, David W. „From commune to household: statistics and the social construction of
Chaianov‟s theory of peasant economy,‟ Comparative studies in society and history, vol. 43, no.
4 (2001), pp. 788-818.
Recommended:
Gourdon, Vincent, Catherine Rollet, and Madeleine Grieve, „Stillbirths in nineteenth-century
Paris: social, legal and medical implications of a statistical category,‟ Population, vol. 64, no. 4
(2009), pp. 601-634.
Hansen, Jason D. Mapping the Germans: statistical science, cartography and the visualization of
the German nation, 1848-1914. Oxford: Oxford University Press, 2015. (available on
bookzz.org)
Reinke, Herbert, „Statistics, administration, and concepts of crime: remarks on the development
of criminal statistics in nineteenth century Germany,‟ Historical Social Research / Historische
Sozialforschung, no. 37 (1986), pp. 39-49.
4. Law and court files, surveillance reports (1)
Required reading:
Ginzburg, Carlo, The cheese and the worms: the cosmos of a sixteenth-century miller. Baltimore:
The Johns Hopkins University Press, 1980. – pp. xiii-xxvi; 1-34, 51-58, 86-93.
Verhoeven, Claudia, The odd man Karakozov: Imperial Russia, modernity, and the birth of
terrorism. Ithaca, N.Y.; London : Cornell University Press, 2009.
Recommended:
Le Roy Ladurie, Emmanuel, Montaillou: The promised land of error. New York; Toronto:
Vintage Books, 1979. [or any other edition].
Davis, Natalie Zemon, Fiction in the archives: pardon tales and their tellers in sixteenth-century
France. Stanford, Calif.: Stanford University Press, 1987.
Ginzburg, Carlo, „The inquisitor as anthropologist,‟ in: C. Ginzburg, Clues, myths and the
historical method. Baltimore: Johns Hopkins University Press, 1999. – pp. 156-164.
5. Law and court files, surveillance reports (2)
Required reading:
Holquist P. „Information is the alpha and omega of our work: Bolshevik surveillance in its pan-
European context,‟ Journal of modern history, vol. 69 (1997), pp. 415-450
Darnton, Robert, „A police inspector sorts his files: the anatomy of the republic of letters,‟ in: R.
Darnton, The great cat massacre: and other episodes in French cultural history. London: Allen
Lane, 1984. – pp. 145-190.
Recommended:
Le Roy Ladurie, Emmanuel, Montaillou: The promised land of error. New York; Toronto:
Vintage Books, 1979. [or any other edition].
Davis, Natalie Zemon, Fiction in the archives: pardon tales and their tellers in sixteenth-century
France. Stanford, Calif.: Stanford University Press, 1987.
Ginzburg, Carlo, „The inquisitor as anthropologist,‟ in: C. Ginzburg, Clues, myths and the
historical method. Baltimore: Johns Hopkins University Press, 1999. – pp. 156-164.
6. Diaries, letters, memoirs
Required reading:
Greenleaf, Monika, „Performing autobiography: the multiple memoirs of Catherine the Great
(1756-96),‟ Russian review, vol. 63, no. 3 (2004), pp. 407-426.
Paperno, Irina, „What can be done with diaries?‟, Russian review, vol. 63, no. 4 (2004), pp. 561-
573.
Recommended:
Chartier, Roger, Alain Boureau, and Cécile Dauphin, Correspondence: models of letter-writing
from the Middle Ages to the nineteenth century. Princeton, N.J.: Princeton University Press,
1997.
Eakin, Paul John, How our lives become stories: making selves. Ithaca, N.Y.; London: Cornell
University Press, 1999
Earle, Rebecca (ed.), Epistolary selves: letters and letter-writers, 1600-1945. Aldershot:
Ashgate, 1999.
Fitzpatrick, Sheila, „Supplicants and Citizens: Public Letter-Writing in Soviet Russia in the
1930s,‟ Slavic Review, 55 (1996), pp. 78-105.
Hellbeck, Jochen, Revolution on my mind: writing a diary under Stalin, Harvard University
Press, 2006.
Langford, Rachel, and Russel West (eds.), Marginal Voices, Marginal Forms: Diaries in
European Literature and History. Amsterdam: Rodopi, 1999.
Zorin, Andrei, „The Perception of emotional coldness in Andrei Turgenev‟s diaries,‟ Slavic
Review, vol. 68, no. 2 (2009), pp. 238-258.
7. Fiction and journalism
Required reading:
Zorin, Andrei, By fables alone: literature and state ideology in late eighteenth – early nineteenth
century Russia. Boston, Mass.: Academic studies press, 2014. – Introduction (pp.1-23), chapter 3
(pp. 92-120) (also available on ebrary)
McReynolds, Louise, Murder most Russian. True crime and punishment in late imperial Russia.
Ithaca, Ill.: Cornell University Press, 2012., chapter 4, pp.113-140. (also available on ebrary)
Recommended:
Briggs, Asa, and Peter Burke, A social history of the media. From Gutenberg to the Internet.
Cambridge: Polity Press, 2002
McReynolds, Louise, The news under Russia's old regime: the development of a mass-
circulation press. Princeton, N.J.; Oxford: Princeton University Press, 1991.
8. Oral history
Required reading:
Portelli, Alessandro, „The peculiarities of oral history,‟ History Workshop, no. 12 (1981), pp. 96-
107.
Thompson, Paul, Voice of the past: oral history. 3rd
ed. Oxford: Oxford, 2000 - chapter 4
'Evidence', pp. 118-172 (also available on ebrary).
Recommended:
Portelli, Alessandro. The order has been carried out: history, memory, and meaning of a Nazi
massacre in Rome. New York ; Houndmills: Palgrave Macmillan, 2004. (available on ebrary)
9. Visual arts, photography and film
Required reading:
Kivelson, Valerie A., and Joan Neuberger (eds.), Picturing Russia: Explorations in Visual
Culture. New Haven: Yale University Press, 2008. – chapters by David Ransel, Christopher Ely,
William Rosenberg, pp. 76-80, 100-103, 142-147.
Burke, Peter, Eyewitnessing: The Uses of Images as Historical Evidence. London: Reaktion,
2001. – chapter 1, pp.21-33; chapter 5, pp.81-102; chapter 8, pp. 140-156. (also available on
ebrary)
Recommended:
Rabb, Theodore K., and Robert I. Rotberg (eds.), Art and History: Images and their Meaning,
Cambridge: Cambridge University Press, 1988.
10-1. Maps
Required reading:
Monmonier, Mark S., Rhumb lines and map wars: a social history of the Mercator projection,
Chicago, Ill.; London: University of Chicago Press, 2004 [or 2010] – chapter 1, pp. 1-17; chapter
10, pp. 145-171. (also available on bookzz.org)
Kivelson, Valerie, Cartographies of Tsardom, The Land and its meaning in seventeenth-century
Russia, Ithaca, Ill.; London: Cornell University Press, 2006. – Chapter 3 „Signs in space:
peasants and property in a serf-owning society,‟ pp. 57-98.
10-2. On-line databases for historical research
Seminar only – team presentations
Assessment Methods and Criteria
Assessment Methods
Types of Assessment Forms of Assessment Modules
1 2 3 4
Formative Assessment
Test
Essay *
Report/Presentation *
Project
In-class Participation * *
Other (write
appropriate control
forms for the course)
Interim Assessment
(if required)
Assignment (e.g.
written assignment)
*
Summative Assessment Exam *
Assessment Criteria
In-class Participation
Grades Assessment Criteria
«Excellent» (8-10) A critical analysis which demonstrates original thinking and shows strong evidence of
preparatory research and broad background knowledge.
«Good» (6-7) Shows strong evidence of preparatory research and broad background knowledge.
Excellent oral expression.
«Satisfactory» (4-5)
Satisfactory overall, showing a fair knowledge of the topic, a reasonable standard of
expression. Some hesitation in answering follow-up questions and/or gives incomplete or
partly irrelevant answers.
«Fail» (0-3) Limited evidence of relevant knowledge and an attempt to address the topic. Unable to
offer relevant information or opinion in answer to follow-up questions.
Project Work
Grades Assessment Criteria
«Excellent» (8-10)
A well-structured, analytical presentation of project work. Shows strong evidence and
broad background knowledge. In a group presentation all members contribute equally and
each contribution builds on the previous one clearly; Answers to follow-up questions
reveal a good range and depth of knowledge beyond that covered in the presentation and
show confidence in discussion.
«Good» (6-7)
Clearly organized analysis, showing evidence of a good overall knowledge of the topic.
The presenter of the project work highlights key points and responds to follow up
questions appropriately. In group presentations there is evidence that the group has met to
discuss the topic and is presenting the results of that discussion, in an order previously
agreed.
«Satisfactory» (4-5)
Takes a very basic approach to the topic, using broadly appropriate material but lacking
focus. The presentation of project work is largely unstructured, and some points are
irrelevant to the topic. Knowledge of the topic is limited and there may be evidence of
basic misunderstanding. In a group presentation, most of the work is done by one or two
students and the individual contributions do not add up.
«Fail» (0-3) Fails to demonstrate any appropriate knowledge.
Written Assignments (Essay, Test/Quiz, Written Exam, etc.)
Grades Assessment Criteria
«Excellent» (8-10)
Has a clear argument, which addresses the topic and responds effectively to all aspects of
the task. Fully satisfies all the requirements of the task; rare minor errors occur;
«Good» (6-7) Responds to most aspects of the topic with a clear, explicit argument. Covers the
requirements of the task; may produce occasional errors.
«Satisfactory» (4-5)
Generally addresses the task; the format may be inappropriate in places; display little
evidence of (depending on the assignment): independent thought and critical judgement
include a partial superficial coverage of the key issues, lack critical analysis, may make
frequent errors.
«Fail» (0-3) Fails to demonstrate any appropriate knowledge.
Recommendations for students about organization of self-study
Self-study is organized in order to:
Systemize theoretical knowledge received at lectures;
Extending theoretical knowledge;
Learn how to use legal, regulatory, referential information and professional literature;
Development of cognitive and soft skills: creativity and self-sufficiency;
Enhancing critical thinking and personal development skills;
Development of research skills;
Obtaining skills of efficient independent professional activities.
Self-study, which is not included into a course syllabus, but aimed at extending
knowledge about the subject, is up to the student‟s own initiative. A teacher recommends
relevant resources for self-study, defines relevant methods for self-study and demonstrates
students‟ past experiences. Tasks for self-study and its content can vary depending on individual
characteristics of a student. Self-study can be arranged individually or in groups both offline and
online depending on the objectives, topics and difficulty degree. Assessment of self-study is
made in the framework of teaching load for seminars or tests.
In order to show the outcomes of self-study it is recommended:
Make a plan for 3-5 presentation which will include topic, how the self-study was
organized, main conclusions and suggestions and its rationale and importance.
Supply the presentation with illustrations. It should be defined by an actual task of
the teacher.
Recommendations for essay
An essay is a written self-study on a topic offered by the teacher or by the student
him/herself approved by teacher. The topic for essay includes development of skills for critical
thinking and written argumentation of ideas. An essay should include clear statement of a
research problem; include an analysis of the problem by using concepts and analytical tools
within the subject that generalize the point of view of the author.
Essay structure:
1. Introduction and formulation of a research question.
2. Body of the essay and theoretical foundation of selected problem and argumentation of
a research question.
3. Conclusion and argumentative summary about the research question and possibilities
for further use or development.
Special conditions for organization of learning process for students with special needs
The following types of comprehension of learning information (including e-learning and
distance learning) can be offered to students with disabilities (by their written request) in
accordance with their individual psychophysical characteristics:
1. for persons with vision disorders: a printed text in enlarged font; an electronic document;
audios (transferring of learning materials into the audio); an individual advising with an
assistance of a sign language interpreter; individual assignments and advising.
2. for persons with hearing disorders: a printed text; an electronic document; video
materials with subtitles; an individual advising with an assistance of a sign language
interpreter; individual assignments and advising.
3. for persons with muscle-skeleton disorders: a printed text; an electronic document;
audios; individual assignments and advising.